In my role of not only supporting, but facilitating, technology integration, the most important aspect is to meet individual instructors or groups where they are at.
This means there is no one method or resource, but as many as required by the audience serving. As with all great collaboration, this involves building relationships.
The first aspect is to understand the best method of communication. For some educators, a quick discussion regarding a potential tool or way to deliver instruction, with the offer of a more in-depth conversation and/or training to be scheduled at a convenient time. Other educators appreciate e-mails, with forwarded information that includes suggestions for how the tool or concept relates to specific curriculum and instructional goals.
As Twitter has become a powerful tool for building PLN, I have also started tagging or re-tweeting items of interest or use to specific educators or groups.
How educators are supported in the implementation process is similar.
By understanding the way educators work, support can be tailored for individuals or groups.
For educators that need face-to-face hands-in instruction, opportunities are provided.
For others, being available during THEIR work time (which may include weekends and evenings) to answer questions or review material is the way to best provide support.
Some educators are more independent and enjoy learning through the struggle.
When I work with educators outside of my district, I use blog posts and connections on social media, like Twitter and Edmodo, to create reference material and a method of communication.
Needs Evaluation:
Several strategies are employed to evaluate the needs of the staff.
First, a collaborative relationship with building, district and curriculum administration allows planning of professional development days and opportunities based upon the goals of a building, department or district.
As Moodle administrator, I can view courses and evaluate development from an instructional design perspective. This allows me to identify training or support needed by either individuals or groups of educators.
For instance, as we reviewed the requirements for 21f, it was obvious that our online courses were lacking specific elements.
As a result, the online teachers were offered training in screen casting, closed captioning video, and ways to create lessons with choice information pieces (text, audio, digital, interactive to cover material in diverse ways).
Surveys are also used to identify individual need or interest and plan small group of individual training sessions.
For professional development outside of my building or district, I begin with needs assessment by surveying the group.
Depending upon technology available, the assessment could be a Google form or feedback on a back channel such as Today's Meet.
The sessions I develop are loosely based upon a theme, with goals and outcomes, that can be tailored to meet the needs of the particular group.
Resources, Tools, Processes
When planning learning opportunities for staff and training participants, I use Learning Forward's__Standards for Professional Learning__ for design and the__SAMR model__ to move from enhancement to transformation.
Often, I use a Google presentation to provide an overview of the session, with links to support the training that include research, pedagogy and tools. This provides participants with digital resources that can be used beyond the face-to-face training.
Depending upon the participants in each group, I may also use Moodle or Edmodo to provide a digital space for resources and communication, but only if the participants are already enrolled and using the management system.
For groups that are not enrolled in management systems, I use blogs to post presentation and resources.
Face-to-face training is interactive and participatory.
For large groups, ice breakers are essential.
Discussion is also involved, especially giving participants opportunity to reflect and brainstorm how the material applies to their specific assignment or classroom reality.
Sharing out creates a collaborative atmosphere where I as the trainer move to the role of facilitator or guide rather than sage. This provides a model for how teachers can begin to move to a more facilitative role in their classrooms.
One tool that is almost always included in training is closed-captioned screen casts that take participants through processes or instruction step-by-step.
The videos can become a library of support when the staff is working independently on implementation of what has been learned.
Methods or Resources:
Needs Evaluation:
Resources, Tools, Processes